The work Broad Residents take on is complex and difficult but immensely rewarding. They are expected to get up to speed quickly to make a significant impact in their organizations. To accomplish this, our program offers a practitioner-driven curriculum aimed at helping them gain the knowledge they need to do their jobs well as well as extensive support from our team.
Program Goals and Student Learning Outcomes
Through extensive research, we have determined the skills and knowledge necessary to become a successful leader in K-12 education management. Broad Residency alumni contribute significantly to the success of their organizations and, gain increased responsibility over time, growing to senior leadership in urban public school systems.
The goals and outcomes listed below define the breadth of information and experience gained through the Residency.
Residents have a strong command of critical issues surrounding the K-12 education landscape, major efforts and theories of change that drive systemic improvement in urban public school systems.
- Residents will be able to analyze and evaluate the scope, history, causes and implications of predominant challenges in the field of K-12 urban public education.
- Residents will be able to analyze and evaluate instructional and operational practices employed within the central office management of school districts, charter school networks and federal and state education agencies and implement relevant solutions to improve school-system management.
- Residents will be able to differentiate key levers for system-wide change (e.g., theories of action) and articulate how they drive systemic improvement in urban public school systems.
- Residents will be able to demonstrate their understanding of, and appreciation for, the experiences and practices of students, teachers, school-based support staff and school leaders, incorporating these perspectives into their actions.
- Residents will be able to formulate, articulate and defend their own personal and professional beliefs in defining what is required to create an urban public school system that dramatically improves outcomes for all students.
Residents demonstrate leadership and management skills critical to executing high-impact change and growth initiatives in K-12 urban public school systems.
- Residents will be able to analyze and evaluate organizational structure as well as social and political dynamics to navigate the system and accomplish key objectives effectively.
- Residents will be able to demonstrate a deeper understanding of who they are as leaders through reflection on their own beliefs, values and experiences and leverage that knowledge to drive their own professional growth.
- Residents will be able to build strong interpersonal relationships, develop emotional intelligence and effectively communicate with school-system stakeholders to move initiatives forward collaboratively.
- Residents will be able to manage individuals, teams and projects effectively to drive change and improvements in urban public school systems.
Residents actively learn from their experiences in the K-12 workplace and leverage concepts and principles from instructional sessions and supports to address the needs of the field.
- Residents will understand the factors that inform an organization’s theory of action and what is required for effective implementation.
- Residents will deepen their comprehension of K-12 education and be able to analyze and evaluate instructional and operational practices within public school systems through their daily work-based interactions with education practitioners.
- Residents will be able to articulate achievable solutions that go beyond current organizational boundaries and further accelerate systemic improvement in K-12 urban public education.
Residents are required to attend quarterly in-person sessions during the program. These sessions are held throughout the U.S. and typically last for three to four days.
Enrolled Residents by Ethnicity and Gender
|Gender / Ethnicity||# (%) Enrolled||# (%) Enrolled||# (%) Enrolled||# (%) Enrolled||# (%) Enrolled|
|Female||29 (69%)||21 (58%)||35 (65%)||41 (57%)||47 (68%)|
|Male||13 (31%)||15 (42%)||19 (35%)||31 (43%)||22 (32%)|
|White||11 (26%)||16 (44%)||27 (50%)||31 (43%)||23 (33%)|
|African American / Black||17 (41%)||14 (39%)||14 (26%)||27 (38%)||23 (33%)|
|Asian American or South Asian||12 (29%)||1 (3%)||7 (13%)||10 (14%)||15 (22%)|
|Hispanic / Latinx||0 (0%)||4 (11%)||4 (7%)||7 (10%)||11 (16%)|
|Other / multi-ethnic / unknown||2 (2%)||1 (3%)||2 (4%)||1 (1%)||0 (0%)|
Enrollment percentages are based on the number of Residents within the cohort. Cross sectional percentages sum to 100% within each cohort grouping denoted in the first line of the table.
|Cohort 2015-17||Cohort 2016-18||Cohort 2017-19||Cohort 2018-20|
|# (%) Enrolled||# (%) Enrolled||# (%) Enrolled||# (%) Enrolled||# (%) Enrolled||# (%) Enrolled||# (%) Enrolled||# (%) Enrolled|
|Total||21 (60%)||14 (40%)||35 (65%)||19 (35%)||40 (56%)||32 (44%)||47 (68%)||22 (32%)|
|White||9 (26%)||7 (20%)||15 (28%)||12 (22%)||14 (19%)||12 (17%)||14 (20%)||9 (13%)|
|African-American||10 (29%)||3 (9%)||10 (19%)||4 (7%)||15 (21%)||13 (18%)||16 (23%)||7 (10%)|
|Asian-American or South Asian||0 (0%)||1 (3%)||6 (11%)||1 (2%)||6 (8%)||4 (6%)||12 (17%)||3 (4%)|
|Hispanic||1 (3%)||3 (9%)||3 (6%)||1 (2%)||3 (4%)||2 (3%)||6 (9%)||5 (7%)|
|Other / multi-ethnic / or unknown||1 (3%)||0 (0%)||1 (2%)||1 (2%)||2 (3%)||1 (1%)||0 (0%)||0 (0%)|
Beginning with the 2018-20 cohort, Residents were able to select multiple ethnicities rather than having “multi-ethnic” as an option in an effort to be more inclusive. Therefore, ethnicity percentages may total more than 100% and there are no Residents in the “other/ multi-ethnic/ unknown” category.
Enrolled Residents by Work Experience and Degree Type
|Average # of years of prior work experience||7||9||9||9||10|
|# (% of cohort) of Residents with 4-6 years of work experience||22
|# (% of cohort) of Residents with 7-9 years of work experience||17
|# (% of cohort) of Residents with 10 years of work experience or more||3
|# (% of cohort) of Residents with an M.B.A. ||28
|# (% of cohort) of Residents with master’s degrees other than M.B.A.||22
|Total Residents enrolled||42||36||54||72||69|
Graduation results from the last five graduated cohorts.
To protect student privacy, results from the last five cohorts have been combined to report graduation rates by demographic category.
Graduation and Withdrawal Rates
|# of total Residents enrolled||46||51||44||42||36||219|
|# (% of cohort) of Residents who graduated||41 (89%)||48 (94%)||37 (84%)||32 (76%)||31 (86%)||189 (86%)|
Graduation Rates by Demographic Category
|Compiled for last 5 graduated cohorts|
|Measure||# enrolled||# graduated||% graduated|
|African American / Black||72||57||79%|
|Asian American or South Asian||28||26||93%|
|Hispanic / Latinx||12||11||92%|
|Other / multi-ethnic / unknown||5||3||60%|
Achievement During and After the Program
The Broad Center measures workplace performance and skill development through 360-degree feedback surveys of each Resident’s co-workers. The surveys are conducted twice during the program and assess each Resident’s performance based on a specific set of knowledge and skills.
360-Degree Feedback Results
|% of cohort with 3.0 average or higher||100%||100%||93%||100%||91%|
|% of cohort with 4.0 average or higher||19%||7%||7%||4%||6%|
|% of cohort with 3.0 or higher on overall contribution to organization||100%||100%||96%||100%||97%|
|% of cohort with 4.0 or higher on overall contribution to organization||31%||35%||31%||39%||39%|
Retention in the sector is a key indicator of their preparedness for careers in this field. Most Residency graduates continue to work in K-12 education.
Where Broad Residency alumni work, by organization type
Achievement is also measured by the levels of leadership alumni attain. Most Residency graduates currently work in roles that are at a director level or higher.
Roles held by Broad Residency alumni, by leadership level
Overall Student Satisfaction
Residents are surveyed after one year in the program and at graduation. Results from end-of-program surveys demonstrate, on average, satisfaction with the program overall as well as the roles and organizations in which they work.
Satisfaction with The Broad Residency
 Because The Broad Residency only has one program, student learning outcomes overlap with program learning outcomes.
 Includes some Residents with multiple degrees.
 Total # and % of each category who graduated across cohorts 2011-13, 2012-14, 2013-15, 2014-16, and 2015-17.
 Data from second-year 360-degree feedback surveys only. Blank responses were not included in analysis. Sample does not include Resident self-evaluations.
 A score of 3.0 or higher means the Resident’s average performance across all skills measured was “adequate,” “very good” or “excellent.”
 Question regarding overall contribution: “How would you rate this person’s overall contribution to the organization so far?” Scale: 1 = needs development, 2 = building, 3 = demonstrates strength, 4 = exceptional, 5 = role model
 Includes all alumni who graduated in 2017 and earlier, and currently working in K-12 education (School Operating Organizations and Other K-12 Organizations).
 Data from Broad Residency surveys conducted at the end of the program. Scale 1 = very unsatisfied, 2 = unsatisfied, 3 = moderately satisfied, 4 = satisfied, 5 = very satisfied